Argumentative writing at the tertiary level: Students’ and teachers’ perceptions of a hybrid approach

This qualitative study explores pedagogical approaches to teaching argumentative writing in a first-year undergraduate EAP course at an English-medium instruction (EMI) university in Hong Kong. 16 undergraduate freshmen students were interviewed in the study. The findings indicate that the adoption of a hybrid approach over a traditional teacher-led class assisted students in developing an understanding of argument and the concept of argumentation. Our study suggests that integrating several input methods (videos, quizzes, reflections, peer review, face-to-face instruction) provided multiple explanations that helped develop students' argumentative writing skills. Copyright © 2021 by the University of Michigan.